Understanding of Science Education
Theory & Literature
I have grown to have a
stronger understanding of important education literature and theory.
The research I did and the literature I read as a part of course
requirements helped me to develop new ideas on leadership, research,
and method of instruction. Below, I reflect on each of these
areas separately, though at times they blend together. The
literature I cite in my reflections are both from colleagues and
instructors, but I also found a few works to support my ideals of
education. The reflections I have worked on, conversations I have
had with colleagues at MISEP, class discussions, and Blackboard
discussions all help me to reflect on how theory and literature has
changed my thinking. If it weren't for these discussions and
assignments the literature I have read would not be as meaningful to
me.
1. Literature & Theory of Leadership &
Instruction
I use to believe that the only educational leaders
are the ones with authority: the principals and
superintendents. Once I was asked to think about my leadership roles in
my school for my Baseline Portfolio, I started to think beyond
authority and more into influence. Reading current ideals on
leadership as provided by MISEP colleagues and instructors helped me to
put leadership roles into perspective and allowed me to organize my
thoughts on educational leadership. I realize now that anyone
that can influence the profession or
student learning is a leader.
I believe that educational leaders, whether they are
principals, coaches, or teachers, must first educate teachers
before focusing on student learning and achievement. I believe it
is crucial that professional development is provided for teachers
(Johnson,
2007). One way to help other
colleagues grow strong is by providing professional development or
training. Just as a science
educator should be a guide who leads students to new discoveries,
leaders of
science education should guide teachers to best practices.
Leaders may be teachers who teach and
guide their colleagues within a building, or they may be district
assigned
support personnel. Science education leaders have the ability to
help other
educators and make those around them stronger, and they should either
train
teachers or obtain outside resources to ensure her/his teachers are
using best
practices.
What Diane Hopkins
quotes from the McKinsey report, How the World’s Best-performing
School
Systems Come Out on Top, rings true
to me: “The quality of an education system cannot exceed the quality of
its
teachers” and “The only way to improve outcomes is to improve
instruction”
(2008). By providing teacher
training and improving instruction, science education leaders help to
improve
student achievement. Science educators are
leaders that shape students to become science
thinkers and problem-solvers, and some can help their colleagues to do
the
same. By
providing professional development and training in addition to modeling
best
practices, science education leaders can maximize student learning and
achievement.
2. Literature & Theory of
Research & Instruction
Prior to my
particpation in the MISE program, I never thought of teachers as
researchers, but now I realize that teachers must be researchers in
their own classrooms. Teacher research benefits their practice
while identifying student needs when teachers use their data to modify
their instruction. I now do this on a regular basis when I
analyze assessment data to direct my intruction.
Having sufficient research and reflection
time is also important. Leaders of
education should constantly be collecting and analyzing data in order
to modify
instruction for student achievement.
I believe that leaders, in any area, should never be stagnant
and should
always look for areas of growth.
Schools and teachers should use data to direct classroom
instruction
(Schmoker, 2008). The data found
should guide teacher instruction; therefore, teachers are leaders of
their
profession. After finding an
area of growth, education leaders should have a vision of how to grow
and then
act upon it. Through researching
and reflecting, educators and leaders of science education refine
instructional
methods for increasingly effective teaching. I had the
opportunity to exercise this when I conducted
classroom-based research in 2008 during my first pedagogy course.
The findings of 2008 helped
shape my research the following year during my second pedagogy
course. When
we conduct research, analyze data, reflect on our practice, and act
according to our analysis, we are teacher leaders in our classroom.
As the
National Science Teachers
Association’s position statement on the role of research in science
teaching explains, research provides data
for us to improve and/or change our instructional methods in our
classroom;
therefore, I believe research strengthens our teaching as we try
various ways
to maximize learning. If data of
action research in the classroom favor current instructional methods,
maybe
content can be enhanced to further challenge students. As the
NSTA precisely writes,
In essence,
the process of teaching and the role of research
in science teaching have a common end--to enhance science instruction,
students’ learning of science, and the assessment of both (1990).
Teachers
should learn about current methods as educators
and about our students as learners to benefit the students, our
profession, and
ourselves.
Besides conducting action research as the NSTA
recommends, teachers should be reflective practitioners for
further growth in the profession.
Reflecting on action research is key when being an action-researcher
(NSTA,
1990). Leaders of education should
analyze observations and data from assessments in order to improve
instruction. I have done empirical
research and qualitative research in my classroom before, but I never
considered it as a “role” I play.
The teacher-as-researcher is a very interesting concept, as opposed to
teacher-as-scholar, because it is evident that we are learners and
scholars.
As the NSTA points out, research should be done
close
to the classroom and students as well as teachers should assess their
performance and the work they produce when being reflective learners
and
practitioners.
When collecting data in my classroom, I recognize that it
is
necessary for my colleagues and I to collaborate in the research as the
NSTA
position statement recommends (1990).
Through collaboration, we can assist and support our
colleagues. We then create a comfortable learning
environment in our work place. I
consider listening a key to leadership, not just congenial.
As Eleanor Drago-Severson and
Kristina C. Pinto put it, “teachers are moved and motivated by the
attention
given to their own learning through reflection, collegial support, and
teamwork” (2006, p. 129). My school mirrors their article, for
the family-like environment at my school helps me to get through the
days
when students and parents seem to work against me. I know that if
I had a question to ask, or if I needed to
vent or confide in someone at the most untimely moments in my workday,
I can
enter any classroom or office in my school and find a listening
ear. Without that support system in place
led by my principal and seasoned teachers, I do not think teachers in
my school would be as effective as they are. When
talking about collegial support, the
companionship and leadership is school-based and not
district-based.
3. Literature & Theory of using Inquiry-based
Instruction
I
believe, though each individual
student may require different styles of teaching in order to gain new
understandings, that science students are best able to learn scientific
concepts through the use of explorations and investigations. I
trust the National Science Education Standards and believe
that students are better able to develop their own understandings of
scientific
concepts when they draw conclusions through active learning, which may
include
experiments or peer learning (2002, p. 159). Just as scientists
do, students should question, research,
observe, and develop conclusions so they may accept and understand new
scientific
ideas. These process skills enable
them to draw their own conclusions and acquire a sense of ownership of
their
learning and newly learned ideas.
The way students should learn science is defined as inquiry, a way of
scientific study described best by the NSTA: